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psych 304 > Lecture 10: Moral Development > Flashcards

Lecture 10: Moral Development Flashcards

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1
Q

What is def of morality

A

How people should interact with each other
• Principles concerning the distinction between right/wrong and
good/bad behaviour • Justice
• Welfare
• Fairness

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2
Q

Morality is based on what 3 adjectives

A

Justice
Welfare
Fairness’s

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3
Q

True or false and explain: morality of actions is ambiguous

A

True
Killing people is immoral but train example

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4
Q

According to Piaget, development of moral judgment relies on what

A

opment

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5
Q

True or false: according to Piaget Development of moral judgment relies ONLY on cognitive development

A

False, peer interactions also matter

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6
Q

According to Piaget theory of moral reasoning, what can children do as they get older

A

they get older, children are increasingly able to appreciate the importance of intentions when judging the morality of actions

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7
Q

How did Piaget asssess moral judgement

A

Assessed moral judgement with short stories about something a child did and asking children about the morality of the actions
• Interested in justification for why an action is viewed as right or wrong

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8
Q

Piaget Assessed moral judgement with short stories about something a child did and asking children about the morality of the actions
What was her intersteed in

A

Interested in justification for why an action is viewed as right or wrong

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9
Q

Understand Piaget stories to assess morality

A

John: “A little boy who is called John is in his room. He is called to dinner. He goes into the dining room. But behind the door there was a chair, and on the chair there was a tray with fifteen cups on it. John couldn’t have known that there was all this behind the door. He goes in, the door knocks against the tray, bang go the fifteen cups, and they all get broken!”
• Henry: “Once there was a little boy whose name was Henry. One day when his mother was out he tried to get some jam out of the cupboard. He climbed up onto a chair and stretched out his arm. But the jam was too high up and he couldn’t reach it and have any. But while he was trying to get it he knocked over a cup. The cup fell down and broke.”
• Which child is naughtier?

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10
Q

How were the stories of John and Henry in Piaget stories for morality different in terms of outcome and intention

A

John: outcome was worse (broke more glasses) but he did not know/it was unintentional

He try: outcome was better (broke less glasses) but intention was bad because he was breaking a rule intentionally

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11
Q

What are Piaget 3 stages of moral judgement

A

Premoral
heteronomous
Autonomous

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12
Q

In Piaget theory of moral reasoning, are his stages continuous or discontinuous

A

Discontinuous

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13
Q

Explain how Piaget theory of moral reasoning is discontinuous

A

Each represents a qualitatively different way of thinking

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14
Q

True or false: in Piaget theory of moral reasoning stages occur in a fixed order

A

True

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15
Q

What happens between stages in Piaget theory of moral development

A

Brief transition between stages

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16
Q

What is the age of premoral stage

A

Birth to 5 years old

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17
Q

Explain the premoral stage of Piaget moral development.

A

Birth – 5 years old
• Unaware of rules and thus unable to distinguish between right and wrong

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18
Q

At the premoral stage, kids are unaware of what which means they are unable to do what

A

• Unaware of rules and thus unable to distinguish between right and wrong

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19
Q

Why do children not understand morality in the premoral stage

A

Rules are abstract and children have not developed capacity for anostract thought

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20
Q

What is the age for the 6-10 years old

A

Heteronomous morality stage

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21
Q

How do kids in the heteronomous stage define morality

A

Morality = obeying rules of parents and other authority figures
• Breaking a rule will lead to imminent and severe punishment

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22
Q

According to kids in the heteronomous morality stage, breaking a rule will lead to what

A

Imminent and severe punishment

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23
Q

At what stage do they think rules are unchangeable and can never be broke

A

Heteronomous

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24
Q

Explain how in the heteronomous morality statsgr they believe that rules are unchangeable and can never be broken

A

Belief that rules are real things that are objectively true rather than made up by human mind

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25
Q

At what state is outcome of an action more important than intention

A

Heteronomous

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26
Q

In heteronomous morality stage, which is more important : outcome or intentions

A

Outcome of an action is m important than intention

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27
Q

In the heteronomous stage, what kid will be more naughty and why

A

• Judge child that broke 15 glasses (John) as naughtier because outcome was worse

Because outcome of an action is more important than intention

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28
Q

What age is the autonomous morality stage

A

11 +

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29
Q

At what stage do children recognize that there are no absilte right and wrong

A

Autonomous morality stage

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30
Q

True or false: in the autonomous morality stage

Children recognize that there are absolute right and wrong

A

False,

Children recognize that there is no absolute right and wrong

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31
Q

Explain how in the autonomous morality stage that children recognize that there is no right or wrong absolutes

A

Understand that rules are the product of social agreement
• Consider fairness and equality as important factors to consider when making rules
• No longer accept blind obedience to authority

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32
Q

Children in the autonomous morality state understand that rules are a product of what

A

Social agreement

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33
Q

I’m the autonomous morality stage, children consider what two aspects as important factors to consider when making rules

A

Fairness and equality

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34
Q

What age/ stage do children no lomger accept blind obedience to authority

A

Autonomous

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35
Q

What stage do motives and intensional matter

A

Autonomous morality stage

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36
Q

What is childrens opinion on intention at the autonomous morality stage I

A

Motives and intentions matter

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37
Q

In the autonomous morality stage, children will judge which kid as more naughty and why

A

Judge child that broke 1 glass (Henry) as naughtier because was trying to sneak jam

Because Motives and intentions matter

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38
Q

What are Piaget 2 main contribution

A

First to acknowledge that moral reasoning is related to cognitive development
• Research supports this
• Recognized that children are increasingly able to take intentions into account as they age

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39
Q

Piaget was the first to akcknolodge what about morality

A

First to acknowledge that moral reasoning is related to cognitive development
• Research supports this

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40
Q

Piaget recognized what about children in terms of his contributions to morality

A

Recognized that children are increasingly able to take intentions into account as they age

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41
Q

What is the main weakness of Piaget theoryvof or morality

A

Underestimated children’s ability to appreciate the importance of intentions
• Evidence that children can appreciate intentions much earlier than 11 years old

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42
Q

Explain how Piaget Underestimated children’s ability to appreciate the importance of intentions

A

Evidence that children can appreciate intentions much earlier than 11 years old

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43
Q

What was the main question about intentions and children by dunfield

A

Can children appreciate intentions at 2 years of age

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44
Q

What is a possible reasoning for why dunfield chose 2 year olds about understanding intentions

A

Because they develop self conscious emotions and appreciate others have expectation of them

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45
Q

What was the study about if infants (21 months) can appreciate intentions

A

• 21-month-olds participated in a lab task with 2 adults
• Infants stood at a table with both adults
• Both adults offered to give the infant a toy by placing it at the edge of the table but ultimately the child didn’t get the toy
• Negative intention: adult pulled the toy away
• Positive intention: adult watched in surprise as the toy rolled away from
the infant
• Then, experimenter presents both adults with a single new toy
• Toyfallstothefloorandbothadultsreachforit

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46
Q

What was the negative intention of the study in can infants appreciate intentions

A

Both adults offered to give the infant a toy by placing it at the edge of the table but ultimately the child didn’t get the toy
• Negative intention: adult pulled the toy away

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47
Q

What was the position intention of the study about can 2 year olds understand intention

A

Both adults offered to give the infant a toy by placing it at the edge of the table but ultimately the child didn’t get the toy
• Positive intention: adult watched in surprise as the toy rolled away from
the infant

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48
Q

In part 1 of dunfield study about children and intention, what was the same, the outcome or the intention

A

Outcome was the same it intention was diff

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49
Q

If Piaget theory about outcomes being more important that intentions (at 2) was right what would the results of dunfield show when the toy is dropped and they have to help adult

A

They will not help at all or they will help equally (show no preference since outcome was same even with diff intention)

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50
Q

If Piaget theory about outcomes being more important that intentions (at 2) was wrong (ie can understand intentions matter) what would the results of dunfield show when the toy is dropped and they have to help adult

A

Children should prefer to help adults that had the positive intention

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51
Q

What were the results in terms of helping for the dunfield part 1 study

A

67 helped
33 did not help
(Showing prosaically behaviour )

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52
Q

What were the results of the dunfield study in terms of who the children helped

A

75 helped adult with position intention
25 helped adult with negative intention

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53
Q

The results of the dunfield study about two year olds and intentions are evidence of what

A

Selective helping

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54
Q

The results of dunfield study part 1 are contrary to Piaget how

A

ContrarytoPiaget’stheory,suggeststhat21-month-oldsareabletoappreciate
intentions when judging others’ actions

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55
Q

What did part 2 of dunfield study change

A

But what if different outcomes of actions? Will infants still base decision to help on intention

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56
Q

What was the difference for. The follow up procedure about two year olds understanding intention

A

Same procedure except:
• Positive intention but negative outcome: clearly offered the toy to the infant and watched in surprise as the toy rolled away
• Positive intention and positive outcome: clearly offered the toy to the infant and child was able to examine it
• Then, experimenter presents both adults with a single new toy • Toyfallstothefloorandbothadultsreachforit

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57
Q

Explain the positive intention but negative outcome for dunfield study

A

Clearly offered the toy to the infant and watched in surprise as the toy rolled away

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58
Q

Explain the positive intention and position outcome of the follow up study of 2 year olds understanding intention

A

Clearly offered the toy to the infant and child was able to examine it

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59
Q

What were the results of the follow up dunfield study about intentions in terms of how many kids help3d

A

76 helped
24 didn’t

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60
Q

What were the results of the follow up study of dunfield in terms of who they helped and what does that show

A

56 negative outcome
44 positive outcome

Snows that kids have no preference for who they helped (intentions more important than outcomes)

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61
Q

What did the fact 21 month olds helped the adults equally suggest in the follow up of dunfield study

A

suggesting that infants care more about intentions than outcomes when judging
others’ actions

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62
Q

How was kohlberg influenced by Piaget in terms of morality

A

Moral development tied to cognitive development

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63
Q

How many stages are there in kohlberg theory of moral reasoning and explain

A

• 3 stages (2 sub-stages at each stage) where children increasingly take others into account in decisions about how to behave

64
Q

What are the 3 stages of kohlberg theory of moral reasoning

A

Preconventional •
Conventional
• Postconventional

65
Q

True or false: kohlberg theory of moral reasoning is culturally universal

A

True

66
Q

Explain the Heinz dilemma

A

• A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I’m going to make money from it.” So Heinz got desperate and broke into the man’s store to steal the drug for his wife.
•
Should Heinz have broken into the store to steal the drug for his wife? Why or why not?
•
Whether a child thinks Heinz should or shouldn’t is irrelevant, what matters is the reasoning behind answer

67
Q

What is the age of the preconventiomal stage

A

2 to 7

68
Q

Explain the preconventiomal moral reasoning stage of

A

Focus on the self getting rewards and avoiding punishment from
authority figures
• Intentions don’t matter
• Not aware of social conventions
• Rules are fixed and absolute

69
Q

In the preconventiomal moral reasoning stage, children focus on what

A

Focus on self getting rewards and avoiding punishment from authority figures

70
Q

Explain how the preconventiomal moral reasoning is self focuses

A

Focus on the self getting rewards and avoiding punishment from
authority figures

71
Q

True or false: I’m the preconventional stage, intentions matter

A

False they don’t

72
Q

Are children aged 2-7 aware of social conventions according to the preconventional stage

A

Not aware

73
Q

In what stage of kohlberg stage theory of moral development. Are rules fixed and absolute

A

Preconventional

74
Q

How would children in the preconventional moral reasomimg stage react to Heinz dilemma

A

Heinz dilemma:
• “It’s wrong to steal the drug to save your wife because you might get caught.”
• “Heinz should steal the drug, because if his wife dies, Heinz will be blamed and will go to jail

75
Q

What age is the conventional moral reasoning stage

A

7 to 15

76
Q

At what stage do children focus on compliance with social duties, Norms , laws

A

Conventional moral reasoning g

77
Q

In the conventional moral reasoning stage, children focus what

A

Compliance with social duties, norms and laws

78
Q

Explain conventional moral reasoning t

A

Focus on compliance with social duties, norms, and laws
• Good behaviour is doing what is approved of by the social group or what is consistent with the law
• “Good girl”/ “good boy” attitude

79
Q

According to children in the conventional moral reasoning stage, good behaviour is doing what

A

Good behaviour is doing what is approved of by the social group or what is consistent with the law

80
Q

How would children in the conventional moral reasoning stage react to Heinz dilemma

A

• “It’s wrong for Heinz to steal because it’s against the law. Heinz wants society to approve of his actions, so he doesn’t steal the drug.”

• “It’s right to steal because Heinz means well by trying to help his dying wife. He’ll pay the druggist the money when he is able, or accept the consequences for stealing the drug.”

81
Q

What age is the postconventional moral reasoning

A

As early as 12

82
Q

True or false: everyone reaches the post conventional moral reasoning

A

False, not everyone

83
Q

What do children in post conventional moral reasoning focus on

A

Focus on moral ideals, rather than societal conventions

84
Q

In what stage do children Focus on moral ideals, rather than societal conventions

A

Post conventional

85
Q

How is morality defined in post conventional stage

A

Morality is upholding rules that are in the best interest of the group or
universal ethical principles
• Life, liberty, basic human rights
• These principles need to be upheld regardless of majority opinion or the law

86
Q

How do children in the post conventional moral theory react to Heinz dlimenna

A

Heinz dilemma:
• “It’s not wrong for Heinz to steal because human life must be preserved and life is worth more than money or personal property. “

87
Q

What are kohlberg two major contributions to moral dev

A

Moral reasoning changes systematically as children grow older •
Cross-cultural universality of changes in moral reasoning

88
Q

What is the weaknessses of kohlberg theory of moral devlemolment

A

Children and adults show inconsistencies in their moral reasoning •

People often reason at different levels on different occasions
• More likely to reason at lower levels if can personally benefit

89
Q

What is the current dominant theory of moral development

A

Social domaim theory of moral development

90
Q

Social knowledge is made up of 3 domains: what are they

A

Moral
Societal
Personal

91
Q

How are the domains developed in the social domain theory of moral development

A

Domains are developed in parallel rather than sequentially like in Piaget’s and Kohlberg’s theories

92
Q

In the social domain theory, is there gradual or major changes in moral reasoning

A

Gradual

93
Q

In the social domain theory of moral dev, Gradual changes in moral reasoning through what

A

interactions with peers and adults

94
Q

Explain moral domain

A

• Rules that govern actions that have an impact on others’ welfare and their rights

• Guided by universal concepts of right and wrong, fairness, justice, and individual rights that apply across contexts

• Children learn about this domain through socialization from parents

95
Q

Explain rules in the moral domain

A

Rules that govern actions that have an impact on others’ welfare and their rights

96
Q

The moral domain is guided by what

A

Guided by universal concepts of right and wrong, fairness, justice, and individual rights that apply across contexts

97
Q

How do children learn about the moral domain

A

Through socialization from parents

98
Q

Explain the societal domain

A

Rules and conventions that promote the smooth functioning of society

• Some of these rules are arbitrary and some have important consequences
• Understand that these conventions are created by authority figures and can be changed

99
Q

Explain rules in the societal domain

A

Rules and conventions that promote the smooth functioning of society

100
Q

Explain personal domain

A

Actions in which individual preferences are the main consideration •
No right or wrong choices

• Decisions in this domain are central to development of autonomy and identity

101
Q

In the personal domain, what type of actions are the main consideration

A

Actions in which individuals preferences are the main consideration

102
Q

Decisions in what domain are central to development of autonomy and identity

A

Personal domain

103
Q

Decisions in the personal domain are central to development of what

A

autonomy and identity

104
Q

What are the 3 implications fo the social domain theory of moral development

A

Thinking about social issues requires coordinating knowledge from these 3 domains

• Individuals vary in their ability to coordinate this knowledge leading to inconsistencies in judgments across contexts

• Parallel development predicts that moral-based judgments should be possible from a younger age than Piaget and Kohlberg thought

105
Q

True or false
According to the social domain theory of moral dev: ndividuals vary in their ability to coordinate this knowledge leading to inconsistencies in judgments across contexts

A

True

106
Q

What is the evidence for social domain theory

A

• Children distinguish between 3 domains early in life, showing that these domains do develop in parallel
• Age 3: kids generally believe that violations of moral rules are more wrong than violations of societal conventions
• E.g.,seehittingsomeoneasmorewrongthannotsaying“please”
• Believe that they should have control in personal domain
• Age 4: kids see moral transgressions as wrong, even if an adult doesn’t
know about it and even if adults have not said it was wrong
• E.g., learn about school where hitting is allowed and see this as a bad rule vs. learn about school where taking off your clothes when it’s hot is allowed and see this as okay

107
Q

• Children distinguish between 3 domains early in life, showing what

A

that these domains do develop in parallel

108
Q

explain. Evidence for social domain theory at age 3

A

Age 3: kids generally believe that violations of moral rules are more wrong than violations of societal conventions
• E.g.,seehittingsomeoneasmorewrongthannotsaying“please”

• Believe that they should have control in personal domai

109
Q

Explain evidence for social domain theory at age 4

A

Age 4: kids see moral transgressions as wrong, even if an adult doesn’t
know about it and even if adults have not said it was wrong
• E.g., learn about school where hitting is allowed and see this as a bad rule vs. learn about school where taking off your clothes when it’s hot is allowed and see this as okay

110
Q

Moral societal and personal domains exist across cultures?

A

Yes

111
Q

Are there similarities in moral domain across cultures and explain

A

Yes

• All cultures view judgments about behaviours related to fairness and others’ welfare as in the moral domain

112
Q

Are there differences in moral domain across cultures and explain

A

Yes

Differences across cultures in what falls within moral, societal and personal domain

• E.g., helping parents is a moral judgment in collectivistic cultures but a personal judgment in individualistic cultures

113
Q

Piaget and kohlberg viewed morality as learned or innate

A

Learned

114
Q

What was the study about if moral judgement is innate

A

Tested 6-month-olds (some babies as young as 4.5 months olds) in a preferential reaching paradigm

• Watched a play in which a red puppet is trying to climb up a hill but fails • Helper: Yellow puppet comes and helps red puppet
• Hinderer: Blue puppet pushes red puppet down

115
Q

What were the results of the moral judgment innate study

A

Depending on the study, 75-100% of babies prefer the helper vs. hinderer
• Follow-up with 3-month-olds using preferential looking paradigm shows that they also prefer helper over hinderer

116
Q

What do the results of the moral innate or learned study suggest

A

Since babies don’t understand language and can’t be explicitly taught about morality, suggests that moral judgment is innate!

117
Q

Understand the summary page of Piaget, kohlberg, social domain

A
118
Q

What is pro social behaviour

A

Voluntary behaviour intended to benefit others •
Helping
• Sharing
• Comforting others

119
Q

What are important motivators of pro social behaviour

A

Empathy and sympathy

120
Q

Empathy and sympathy are what type of emotions in terms or morality

A

Pro social emotions

121
Q

What is empathy

A

Understanding and sharing the
emotional state of another person

122
Q

What does empathy require

A

Requires being able to appreciate that source of own emotion is another person

123
Q

Empathy is the outcome of what

A

Perspective taking

124
Q

What is sympathy

A

Feeling of concern for another
person in response to the their emotional state

125
Q

Sympathy is the outcome of what

A

Empathy

126
Q

True or false: sympathy is the outcome of perspective taking

A

False, empathy is

127
Q

How does prosocial behaviour happen schema

A

Perspective taking

Empathy

Sympathy

Prosocial behaviour

128
Q

Explain prosocial behaviour before 18. Months

A

Before 18 months: children tend to react to others’ distress with self- focused distress rather than prosocial behaviour

129
Q

Explain why

Before 18 months: children tend to react to others’ distress with self- focused distress rather than prosocial behaviour

A

They have no developed a sense of self as different from others

130
Q

When does prosocial behaviour appear in infancy

A

18-25 months

131
Q

True or false: prosocial behaviour is seen before 18 months

A

False prosocial behaviour is appearing at 18-25

132
Q

Why does prosocial behaviour appear at 18-25 months

A

 Due to capacity to feel empathy and sympathy
• Facilitated by emergence of sense of self around 18months of age

133
Q

ADD SURGD ABOUT PROSOCIAL. BEAHVIOR I. I FANCY

A
134
Q

True or false: Prosocial behaviour increases throughout childhood

A

True

135
Q

Why does Prosocial behaviour increases throughout childhood

A

• Due to more sophisticated moral reasoning and improved perspective taking ability

136
Q

what are the 2 reasons theres for individual differences in prosocial behavior

A

genetics (nature)
socialization by parents (nurture)

137
Q

what is proof that there is a genetic basis of prosocial behaviour

A

identical twins are more similar in their level of prosocial behaviour than fraternal twins

138
Q

what is a possible explanation for differences in prosocial behavior in terms of genetics

A

possible involvement of indiviaul differences in oxytocin gene

139
Q

what is oxytocin

A

neurohormone involved in social bonding and childbirth

140
Q

genetic differences manifet as differences in temperment: what are the 2 ways

A

emotion regulation
bahavioral inhibition (shyness)

141
Q

exmplain how emotion regulation is associated with prosocial behaviour

A

ability to experience emotion without getting overwhelmed by it is associated with empathy
=better emotion reg = easier prosocial

142
Q

explain how behavioral inhibition (shyness) is associted with prosocial behavior

A

high level of shyness is negatvively associated with helping

143
Q

high level of shyness is negatively associated with what

A

helping

144
Q

what are the three factors important for socialization by parents

A

modelling of prosocial behavior and teaching prosocial values

providing opportunities for child to engage in prosocial behaviour

parenting style

145
Q

explain modelling of prosocial behavior and teaching of prosocial values

A

children tend to be similar to parents in terms of prosocial behaviour because they copy their behavior

sympathy inducing rationales most likely to lead to internalization of social values
(lets donate money because they need it more than us and it will make them happy vs because its a good/nice thing to do

146
Q

why do children tend to be similar to parents in terms of prosocial behaviour

A

because they copy their behaviour

147
Q

what is the most likely way to lead to internalization of prosocial behaviors and give example

A

sympathy inducing rationales most likely to lead to internalization of social values

(lets donate money because they need it more than us and it will make them happy vs because its a good/nice thing to do

148
Q

explain providing opportunities for child to engage in prosocial behaviour

A

performing house hold chores
community service hours in highschool

icnreases childrens willingness to take on prosocial tasks in the future
fosters perspective taking

149
Q

what does providing opportunities for child to engage in proscial behavior do

A

increases childrens willingness to take on prosocial tasks in the future

fosters perspective taking

150
Q

epxin parenting style in prosocial behaviour

A

authoritative parenting is associated with prosocial behaviour
=if kids experience warmth from parents, mosre likely to show warmth to others
=discipline that uses reasoning to point out consequences of behavior on someone else

offering rewards for prosocial behaviour or punishment for not behaving prosiclly often backfire

151
Q

what type of parenting is associted with prosocial behavior

A

authoritaive

152
Q

explain why authoritative parenting is associated with prosocial behavior

A

=if kids experience warmth from parents, mosre likely to show warmth to others

==if kids experience warmth from parents, mosre likely to show warmth to others

153
Q

true or false: offering rewards for prosocial behavior or punishment for not behaving prosocially often backfire

A

true

154
Q

true or false: you can have 2/3 factors of socialization by parents is important

A

false, none of them individual is enough
all three factors are important

155
Q

true or false: before 18 months, seeing someone else in distress most often leads to empathy

A

false, leads to self distress

156
Q

individual differences in prosocial behavior are due to differences in what

A

genetics and socialization

psych 304 (10 decks)

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